The beliefs of English teachers and their teaching practices: a case study of fiscal teachers from Cuenca, Ecuador.

In the country there is a new curricular reform at the average level in the teaching of foreign language called "Update and curricular strengthening 2010". This curricular change arises after the implementation of a previous reform (CRADLE1) executed since 1993. Apparently the reform of the CRADLE project did not have the expected results, since the low performance of the students indicates it (13.61 over 20 points according to De la Bastida, 2013). We consider that one of the factors that influenced this low performance was the lack of socialization and training to teachers, which shows that they were not considered as main actors of a curricular implementation, because as Wedell (2003) points out, for a reform to be successful, the support of the entire educational system is needed (in our case, ministry, zonal coordination, districts, supervisors, authorities of the institutions, etc.) The teachers. In addition to this support, it is necessary to consider the conceptions of the teachers. As Borg indicates (2011), teachers' conceptions are the engine of their teaching practice and the visibility of a reform is evidenced in the classroom; Therefore, this implementation depends largely on the conceptions and beliefs of teachers. When analyzing the teaching practice, in an earlier study (Calle Et al, 2012) it was concluded that the tax teachers of Cuenca were framed in a traditional methodology focused on the teacher, practices not aligned with the reform of the time that had a communicative approach. There is a new reform, focused on the student and the linguistic competences that they can develop, it becomes pertinent to investigate the conceptions of the teachers about the teaching of English to relate it to the current curricular change. In this way, supplies would be obtained to be considered in the teacher training careers of the English area. For this purpose, a validated Horwitz survey will be used (cited by Bernat, 2009) called Beliefs About Language Learning Inventory2 within the framework of an exploratory investigation of quantitative type.

OUTSIDE THE CALL FOR PROPOSALS INTERNAL FUNDS